Cultivating Change through Peer Teaching

Autor/inn/en	Velez, Jonathan J.; Cano, Jamie; Whittington, M. Susie; Wolf, Kattlyn J.
Titel	Cultivating Change through Peer Teaching
Quelle	In: Journal of Agricultural Education, 52 (2011) 1, S.40-49 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
DOI	10.5032/jae.2011.01040
Schlagwörter	Qualitative Research; Extension Education; Focus Groups; Discourse Analysis; Metacognition; Interaction; Classroom Environment; Peer Teaching; Change Strategies; Agricultural Education; Student Teachers; Interviews; Reflection; Career Development + Suchen Sie Ihr Suchwort? Qualitative Forschung; Erweitertes Bildungsangebot; Diskursanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Interaktion; Klassenklima; Unterrichtsklima; Peer group teaching; Peer Group Teaching; Lösungsstrategie; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Interviewing; Interviewtechnik; Berufsentwicklung
Abstract	The purpose of this qualitative research study was to describe the impact of peer teaching on both the students and the classroom environment. Students, enrolled in two Introduction to Teaching courses in agricultural and extension education, were asked to engage in peer teaching activities. The researchers utilized discourse analysis, textual analysis, individual interviews, and focus group interviews to gather data addressing the research objectives. Overall, participants enjoyed both peer teaching and being taught by peers. The peer teaching environment facilitated student interaction which allowed students to assume the role of active participants. Students laughed, talked, and interacted throughout the lessons, creating a warm and inclusive atmosphere. Specifically, students that engaged in peer teaching displayed elements of metacognition, self-reflection, and career formation, coupled with a classroom environment free from the typical instructional and relational constraints associated with instructor/learner interaction. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10